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Mentoring at William Colenso College. ‘ The Motivated School’. Induction & Mentoring Plan. What is Mentoring?.
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Mentoring at William Colenso College ‘The Motivated School’
What is Mentoring? “Mentoring means providing, in a supportive, non-threatening way, advice, counsel, insight, and facts that the less experienced person can use to guide his/her development into a seasoned professional.”
MENTORING PHILOSOPHY AT WILLIAM COLENSO COLLEGE • Life is made up of relationships; how well your mentor adapts to their time at WCC is dependent on building good relationships. Your role as their mentor is one of those vital relationships. • A mentor needs to be flexible and aware that the needs of a PRT will change over the course of 2 years.
As a mentor you are not expected to be able to meet all the needs of your PRT, but you should be able to utilise the expertise within the wider school community. • At WCC we have an environment of collegiality, therefore the care of your PRT will not be seen as your sole responsibility. • Mentoring is not always about providing answers but leading your PRT towards self reflection and problem solving (with guidance).
PLG’s – Personal Learning Groups are an integral part of the PRT’s development within the school • The selection of the mentor is based on the best person to provide the PRT with support and guidance – not necessarily the HOD. • Shared evaluation between the mentor and the PRT of the year’s work and feed forward for the following year. – Goal setting.
The most important aspect of mentoring is positive relationships. If these break down and issues cannot be resolved, then a new mentor needs to be found. Advice, guidance and/or mediation needs to be provided by the PRT co-ordinator. • If the PRT is failing to meet the RTC’s, advice and guidance is accessed from the HOD, other mentors, Senior managers or ultimately the PRT co-ordinator and/or the Principal.
Good listener and effective communicator. An understanding of how adults learn. Self-assurance, patience, and confidence A proven record as a skilful teacher. Knowledge of curriculum and curriculum guides (handbooks). Understanding of the principles of time management. Knowledge about how to observe, diagnose, coach, and give constructive feedback to a peer. Ability to prioritise what needs to be communicated and when, so that information is effectively absorbed and used. Knowledge about how to work co-operatively with the principal and other members of the support team. Knowledge of the rights and responsibilities of the mentor and of the provisionally registered teacher. Effective Mentors have the following qualities
The desired outcome of this process is that the PRT’s individual needs are identified and supported. • Ultimately the aim is for the PRT to continue teaching with us beyond the 2 years of registration.
INITIAL CHECKLIST OF MENTORING DUTIES • Establish a relationship before school starts by • Going out for lunch/dinners, having social interaction • Listening and talking • Asking questions; finding out about their background • Why teaching? • Why at William Colenso College? • Do they have any travel concerns? • Exchange of mentor details, phone no's’, email (point of contact)
INITIAL CHECKLIST OF MENTORING DUTIES • Use the sheet“How well do you know your PRT?” • Have you negotiated your time allowance for this role? • Is there compatibility in your timetables? Do you have a period off in common? • Meet in the staff room on the 1st day.
ONGOING LIST OF MENTOR DUTIES • Providing support to the newly qualified teacher in their new role as teacher. • Facilitating learning conversations with the PRT that challenge and support them to use evidence to develop teaching strengths. • Assisting the teacher to plan effective learning programmes. • Observing the teacher and providing feedback against specific criteria and facilitating the teacher’s ability to reflect on that feedback.
Assisting the teacher to gather and analyse student learning data in order to inform next steps/different approaches in their teaching. • Guiding the teacher towards professional leadership practices to support learning in the unique socio-cultural contexts of Aotearoa New Zealand. • Liaising with colleagues to facilitate provision of appropriate support and professional development for the teacher within a professionally focused community of practice.
Providing formal assessment of the teacher’s progress in relation to the RTCs. • Suggesting professional development suited to current professional needs that may be accessed within or beyond the institution. • Advocating for the teacher, if need be, in terms of their entitlements as a PRT.
ONGOING LIST OF MENTOR DUTIES • Demonstrating effective teaching. • Listening to and helping the PRT to solve problems. • Providing pastoral care for the wellbeing of the PRT including looking for warning signs of not coping/stress.
SCT SENIOR MANAGERS PRT CO-ORDINATOR Support for your role as amentor THE PRINCIPAL HOD OTHER MENTORS OTHER PRT’S DEANS SAT’s TEACHERS IN YOUR DEPARTMENT
In Conclusion • We think that the mentoring of our PRT’s is based on positive relationships • The culture of our school is based on collegiality and support for each other • The mentoring process needs to be flexible to accommodate the different needs of individual PRT’s
